For this reflection, I am choosing to write about how Mr. Whalen, my middle school CT, scaffolds notetaking and simulates worksheets by using guided notes recorded in the students' scientist notebooks. 1. What was the lesson about? (If you can, jot down a summary of the lesson’s topic or its objectives). This lesson was a followup of the previous day's activity- an investigation into the process of transpiration. Students assembled their experiments (an open vial of water to measure evaporation, and a vial of water with a stalk of celery in it) yesterday and recorded initial data. Today, they recorded Day 2 data and were asked to process the information they collected to draw conclusions about what was happening to the water in the celery vial.
2. Insert the photo of a student’s worksheet. (If possible, use a ‘scanner’ app on your iPad or iPhone to capture just the page or pages, and use Skitch to label the parts of the worksheet you wish to analyze) Students were asked to create a data chart, and include a diagram of the experiment set up. The question on the right page, "What would cause the water in the vial with the celery to go down?" was the Do Now quick write. The official content of transpiration has not yet been revealed to the students. Today, (Day 2) the students recorded more of their observations and measurements in the data chart. They were also instructed and guided on analyzing the data to determine the water gained by celery and the water evaporated in the control vial. In the next class, the students will share their data for a class average. This student not complete the data analysis.
3. Based on the worksheet’s task, complete the summary table below for at least three tasks/worksheet items.
Item
Task
Key Concept or Skill
Cognitive Level1 = Low (knowledge)2= Med (application)3 = High (synthesis or evaluation)
Data Chart
Data collection
1/2
Diagram
Record processes
1
Do Now
Drawing conclusions based on prior knowledge
2
Data analysis
Processing and drawing conclusions based on data
2/3
Class average
Data collection
1/2
4. Describe what students were supposed to learn during this lesson.
In this lesson, students were supposed to have learned that two variables are acting on the level of the water: evaporation and transpiration. They have been exposed to the concept of evaporation, but not to transpiration. They do, however, understand from previous lessons that plants will absorb water from the xylem.
5. Based on the student’s answers on the worksheet you captured, what did the student understand? What evidence to you have for this? Based on the student's answers, I will conclude that she understand how to record her observations, what to look for, and what process might be acting on the water via the celery.
6. What might the student still be struggling with? What evidence is present? The student might be struggling with processing numbers and connecting the dots between why we collect data and why we process it. The analysis of the data required subtracting measurements to find the differences. Since she is in science class, she may be "playing the game of school" and thinking in terms of science class, not math class.
7. Were you satisfied that the worksheet or task was adequate for this topic? What changes might improve this resource in the future? Why? I was satisfied. In other students' notebooks, I observed students completing the tasks accurately and dutifully. This student had a bit of trouble staying on task, perhaps because she was confused and didn't know how to ask for help. To improve this resource, the students might be directed to color code their data so that they can see where the numbers are coming from, and what they represent once processed.
1. What was the lesson about? (If you can, jot down a summary of the lesson’s topic or its objectives).
This lesson was a followup of the previous day's activity- an investigation into the process of transpiration. Students assembled their experiments (an open vial of water to measure evaporation, and a vial of water with a stalk of celery in it) yesterday and recorded initial data. Today, they recorded Day 2 data and were asked to process the information they collected to draw conclusions about what was happening to the water in the celery vial.
2. Insert the photo of a student’s worksheet. (If possible, use a ‘scanner’ app on your iPad or iPhone to capture just the page or pages, and use Skitch to label the parts of the worksheet you wish to analyze)
Students were asked to create a data chart, and include a diagram of the experiment set up. The question on the right page, "What would cause the water in the vial with the celery to go down?" was the Do Now quick write. The official content of transpiration has not yet been revealed to the students.
Today, (Day 2) the students recorded more of their observations and measurements in the data chart.
They were also instructed and guided on analyzing the data to determine the water gained by celery and the water evaporated in the control vial. In the next class, the students will share their data for a class average. This student not complete the data analysis.
3. Based on the worksheet’s task, complete the summary table below for at least three tasks/worksheet items.
4. Describe what students were supposed to learn during this lesson.
In this lesson, students were supposed to have learned that two variables are acting on the level of the water: evaporation and transpiration. They have been exposed to the concept of evaporation, but not to transpiration. They do, however, understand from previous lessons that plants will absorb water from the xylem.
5. Based on the student’s answers on the worksheet you captured, what did the student understand? What evidence to you have for this?
Based on the student's answers, I will conclude that she understand how to record her observations, what to look for, and what process might be acting on the water via the celery.
6. What might the student still be struggling with? What evidence is present?
The student might be struggling with processing numbers and connecting the dots between why we collect data and why we process it. The analysis of the data required subtracting measurements to find the differences. Since she is in science class, she may be "playing the game of school" and thinking in terms of science class, not math class.
7. Were you satisfied that the worksheet or task was adequate for this topic? What changes might improve this resource in the future? Why?
I was satisfied. In other students' notebooks, I observed students completing the tasks accurately and dutifully. This student had a bit of trouble staying on task, perhaps because she was confused and didn't know how to ask for help. To improve this resource, the students might be directed to color code their data so that they can see where the numbers are coming from, and what they represent once processed.